How We Think : A Theory of Goal-Oriented Decision Making and its Educational Applications

By Alan H. Schoenfeld. 2010

606 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/216e6b73167af01fedfcf2c295008eb04c9d0ca7

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Citations in the corpus

Teachers’ professional practice conducting mathematical discussions (2016, methodology): “In this study we gave special attention to three dimensions that Schoenfeld (2014) uses to characterize the robustness of a learning environment, the cognitive demand (or level of challenge), the mathematical focus, and the discourse promoting students’ agency, authority, and identity.”
Teacher noticing: enlightening or blinding? (2016, background): “This potential has been attributed to the construct of teacher noticing by Sherin et al. (2011a); a construct that seems to cross the threshold of the mainstream of teacher research.”
The relation between content-specific and general teacher knowledge and skills (2016, background): “This is an open access article u the classroom is based on the integration of a range of cognitive resources in addition to beliefs, values and motivation (Schoenfeld, 2010).”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Schoenfeld (2010) bases teachers’ ‘‘in the moment’’ decision-making on three components: goals, resources, and orientations.”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, methodology): “making in general (Schoenfeld 2010), lists knowledge, goals and beliefs as the three key components.”
Reflections on Problem Solving Theory and Practice (2013, background): “To my mind How We Think has roughly the same status today that MPS had in 1985.”